Module 3:
ISSUES AND CONCERNS IN CHILDREN
AND ADOLESCENT’S LITERATURE
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TOPIC 1.
 CENSORSHIP
 SOCIAL ISSUES
 POLITICAL CORRECTNESS IN FABLES AND TALES
Learning Outcomes
At the end of this Module, the students must have:


Determined the importance of censorship in children’s literature;
Identified the differences between the original film of children’s fairy tale and its new
version.
Let’s start off!
To warm you up with topic ahead, kindly provide the definition of the following words and
use it in a sentence.
Censorship
Boycott
Juvenile
Handicaps
Racism
Gruesome
Permeated
Note: Please do every activity presented before you proceed. 
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We’re getting there!
Let me ask you some questions before we proceed to the discussion proper.
1. What do you think is the reason why do there is a need for a certain literature to be
censored?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Is it okay to simply provide a certain reading materials for the children without having it
censored? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Now, we explore!
To give you a concrete and substance understanding about the topic. Kindly read and learn!
CENSORSHIP IN CHILDREN’S LITERATURE
Suppressing, altering, or boycotting works of juvenile or young adult literature due to
their content or their appropriateness for intended readers.
Why Do People Want to Ban Books?
When people challenge books it is generally out of a concern that the contents of the book will
be harmful to the reader. According to the ALA, there are four motivating factors:




Family Values
Religion
Political Views
Minority Rights.
The age level for which a book is intended does not guarantee that someone won't try to censor
it. Though the emphasis seems to be on challenges to children's and young adult (YA) books
some years more than others, attempts are also continually mounted to restrict access to certain
adult books, often books that are taught in high school. Most complaints are made by parents
and are directed to public libraries and schools.
The First Amendment to the U.S. Constitution
The First Amendment to the U.S. Constitution states, "Congress shall make no law respecting an
establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of
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speech, or of the press; or the right of the people peaceably to assemble, and to petition the
Government for a redress of grievances."
The Fight against Book Censorship
When the Harry Potter books came under attack, a number of organizations joined together to
establish Muggles for Harry Potter, which became known as kidSPEAK and focused on being a
voice for kids in fighting censorship in general. KidSPEAK stressed, "Kids have First Amendment
rights—and kidSPEAK helps kids fight for them!" However, that organization no longer exists.
For a good list of organizations that are dedicated to fighting book censorship, just take a look at
the list of sponsoring organizations in my article about Banned Books Week. There are more
than a dozen sponsors, including the American Library Association, National Council of
Teachers of English, American Society of Journalists and Authors and the Association of
American Publishers.
Parents against Bad Books in Schools
PABBIS (Parents Against Bad Books in Schools), is just one of a number of parent groups around
the country challenging children's and young adult books in classroom teaching, and in school
and public libraries. These parents go beyond wanting to restrict access to certain books for
their own children; they seek to restrict access for other parents' children as well in one of two
ways: either by getting one or more books removed from the library shelves or having access to
the books restricted in some way.
https://www.thoughtco.com/childrens-book-censorship-overview-626315
Social Implications in Children's Literature
Tyndall, Kaye Spence
Such topics as death, divorce, old age, poverty, crime, racism, and handicaps are becoming
the subjects of novels for young people and of picture books for children. If these books are to
help children deal with social issues, conflicts, and concerns, they should foster realistic rather
than stereotypical attitudes. Many books, for example, portray elderly people in negative terms
that influence children's attitudes toward older people. Many books for children are permeated
with sexism and stereotypical characters, including negative portrayals of women and
misrepresentations of blacks and American Indians and their cultures. Divorce is also a current
topic in children's literature, but the stereotype of the nuclear family often presented in the books
is becoming less relevant in real life. On the positive side, children's literature dealing with the
disabled can help children become accustomed to handicapped people, an important goal as
mainstreaming of handicapped students increases. In addition, books concerning death can help
children cope with terminal illness or death of relatives. The careful evaluation of books on each
of these topics can eliminate those containing misrepresentations that may distort a child's view
of society and people.
https://eric.ed.gov/?q=divorce+AND+poverty&pg=3&id=ED200991
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POLITICAL CORRECTNESS IN FABLES AND TALES
The famous fables and fairy tales that earlier generations of children grew up with are
being re-written or are completely falling out of favor with those who aspire to “Political
Correctness”. What people don’t realize is that many of these tales have been “sanitized”
repeatedly over the years, having started as truly gruesome stories. In early versions of the
“Cinderella” tale, the two cruel sisters mutilated themselves in order to fit into the slipper, and
the two of them ended up as blind beggars when birds pecked out their eyes.
Most stories and lore evolve over time, and fairy tales are no different. Here are some examples
of old stories that have come under the modern microscope.
1. Rapunzel – This grim tale from the brothers Grimm is too dark, say many people today.
They point out that this story contains violent imagery, blatant sexism, and criminal child
abuse. Imagine, a little girl being given up for adoption by thieving parents, only to find
that the poor child is then placed in solitary confinement, and only a man can save her.
2. Cinderella – In a corrected version, Cinderella might not be burdened by cruel sisters and
the sexist drudgery of menial housework. Instead, she might end up stuck in a dead-end
office job, just like everyone else.
3. Goldilocks and the Three Bears – Another potential “Amber Alert” situation, though
there does not appear to be any great hue-and-cry over a missing girl’s whereabouts.
Didn’t anyone in the olden days have any parents (historical note: when some of these
tales were first written, life-expectancies were only in the 30s, so there probably were a
lot of parent-less children)?
4. Jack and the Beanstalk – Why is it never “Jane and the Beanstalk”? Well, it is probably
just as well. Jack turns out to be a little thief who doesn’t follow his mother’s instructions
very well. He steals from an ogre, and then kills the poor guy to boot. In today’s version,
Jack might have just gone out to get a job so he could help his poor mom out, and he
certainly wouldn’t have jeopardized his future by stooping to thievery and murder.
5. Sleeping Beauty – Another motherless story, this one also involves probable nudity.
When the king forbade the spinning of all materials in order to thwart a witches curse, the
realm probably ran out of clothing for the citizenry. This is another one where it’s a guy
rescuing a girl in trouble, instead of maybe the other way around.
6. Hansel and Gretel – Wrong in so many ways, this tale involves child-abuse, spousal
abuse, inhumane treatment of captives and poor nutrition. The modern version might
have the cottage windows made of Splenda rather than clear sugar.
7. Snow White and the Seven Dwarfs – The term “dwarf” has come under fire in recent
years, but “Frozen Caucasian Water and the Seven Altitude Challenged People” isn’t a title
the folks over in Marketing are looking for.
8. Red Riding Hood – “Sam ‘The Sham’ and the Pharaohs” admonished Red, singing that she
shouldn’t “. . .go walking in these spooky old woods alone”. Good advice for a small child
who was sent, unattended by a parent, to visit an aging relative who was probably in need
of 24-hour in-home care. Of course, there is also the wolf, a stalker and an abuser of the
elderly.
9. The Pied Piper – The Piper of the tale was obviously a cult-leader who had lured not only
the rats, but also the children of the beleaguered township of Hamelin. The Pied Piper
obviously had anger-management issues, which might have been addressed with classes
and counseling in a modern version of the story.
10. The Emperor’s New Clothes – This tale has a pair of swindling tailors hoodwinking a
vain emperor into thinking that the “nothing” they have made for him is a fine suit of
clothing. A little kid busts the scam wide open, but the emperor is held out as the selfish
patriarch that he is.
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Almost every story has elements that may not suit future generations. Who knows, in a few
hundred years, Cinderella’s step-sisters may turn out to be kind and gentle care-givers.
https://www.thefinancialfairytales.com/blog/fairy-tales-and-political-correctness/
Try this!
I believe that you have understood the topic. This time kindly do what is asked.
1. As a future educator what do you think is the best way to assure that learners are reading
the materials that are really suitable for them? (10pts)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Think about an old fairy tale that you are familiar with, which is having a modern version
for instance, Sleeping Beauty and Maleficent. Compare and contrast them with the use of
Venn diagram. (15pts.)
[Text]
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Topic 2:
REWRITING/DECONSTRUCTION OF CLASSICAL TALES,
MOVIE and TV VERSIONS
Learning Outcomes
At the end of this Module, the students must have:


Identified some points/ideas of a certain fairy tale that needs revision;
Understood that revision of a certain fairy tale is a must if it is not suitable for young
audiences.
Let’s start off!
Write your name if you think that the statement below is an original version of the story and
your last name if the statement is no longer the original version of it.
_______________1. In J.M Barrie’s Peter Pan, the Lost Boys hunt and kill wild animals.
_______________2. In the Grimm’s Version of Snow White, the wicked Queen is forced to
dance in a red-hot shoes until she dies.
_______________3. Disney’s version of Peter Pan, the Lost Boys wear comical Halloweenstyle animal costumes.
Note: You need to complete the activity above before you proceed.
We’re getting there!
Before we explore more kindly answer first the following questions.
1. What do you think is better, reading a book or watching a film?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Consider yourself as a writer, are you open to let others revise your work? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What will be the disadvantages to young learners letting them watch films having a violence
theme?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Now, we explore!
Note! (Insert PDF materials)
MOVIE AND TV VERSIONS OF CHILDREN’S LITERATURE
Movie and TV versions of children literature provides a rare insight into the complex process of
adapting children’s books into films. It’s a process to which we probably give little thought, even
if the book is a childhood favourite of our own. We are often distracted by elaborate marketing
campaigns and familiar logos, and accept that these productions will be both suitable and
enjoyable for our children.
However, the phrase ‘suitable for children’ is far more complicated that it appears. Who is this
elusive ‘child’ that children’s media is designed for? What are the characteristics of this child, and
are they the same for every child?
Can we really generalise about aspects of children’s taste, for example that they all appreciate
slapstick comedy or stories that are heavily action-based, or that they do not have the
psychological capability to grasp films that lack closure? What characteristics do we tend to
impose on our idea of children, and use to shape the films we produce for them?
These are just some of the questions that we can explore through the Moving Stories exhibition.
The issue of what we think is ‘suitable’ for children is a fascinating one, not in the least because of
how it changes over time: some of the books produced for children in the Victorian era we would
probably never dream of putting in front of our children now, on account of their violence or
dubious moral messages.
It’s interesting to think about how different historical and cultural periods have imagined their
children, and how the books (and later, films) from these periods show this. Why is it that certain
children’s books seem to endure and are adapted more than others?
Recent versions of Alice in Wonderland and Snow White suggest that we perceive these ‘classics’
as relevant to our children today, although—interestingly—newer adaptations of these books
have taken on a slightly darker and more surreal tone than previous versions, and this darkness
is even more evident in popular new films like the creepy Coraline.
By considering the adaptation process—from page to screen—we can think about the way the
writers, producers and animators imagined their child audience. We can ask, ‘why did the
producers make those changes or additions, and what does this mean about the audience they
had in mind?’
In J.M. Barrie’s original Peter Pan, the Lost Boys hunt and kill wild animals; in Disney’s version,
they wear comical Halloween-style animal costumes instead. Why? In the Grimms’ version
of Snow White, the wicked queen is forced to dance in red-hot shoes until she dies; what does it
suggest about how the intervening years changed our perception of suitability, how Disney
imagined children, that they removed this detail?
One great aspect of film adaptation for children is that it keeps alive those works of literature that
they might not appreciate or be exposed to otherwise. Alice in Wonderland is actually a rather
difficult read, even for adults, because of its surreal nature; Peter Pan is full of adult injokes that
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children might not understand. By producing film versions specifically for children, we can
hopefully encourage them to try the books some day too, once they’ve grasped the basics through
the film.
If you’ve never given much thought to what goes on behind the scenes when turning a children’s
book into a film or television programme, Moving Stories will hopefully open your eyes to some
of the fascinating issues behind this process.
https://blog.scienceandmediamuseum.org.uk/the-question-of-adapting-childrens-literaturefor-film-and-tv/
Try this!
Activity
Direction: Provide a certain fairy tale that you think there are some points that needs revision.
Provide the copy of the story, and point out at least five ideas that you are not favour with, and
reason out why. (35pts)
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Module 4:
TEACHING CHILDREN AND ADOLESCENT
LITERACY THROUGH APPROPRIATE BOOKS
AND STRATEGIES IN LITERATURE
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Topic 1: MULTICUTURALISM, STORYTELLING AND READING ALOUD
Learning Outcomes
At the end of this Module, the students must have:


Presented a slogan that persuade the love of reading;
Understood the advantages of reading aloud.
Let’s start off!
READING ALOUD
ADVANTAGES
DISADVANTAGES
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We’re getting there!
Before we explore more kindly answer first the following questions.
1. As a future educator how will you be able to make reading more interesting for the
learners?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Why is it that reading is important for babies and young children?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Do you think it is a good thing to read to the young learners in other languages?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Now, we explore!
MULTICULTURALISM
Literature about the sociocultural experiences of underrepresented groups. This literature
includes those who fall outside the “mainstream” of categories such as race, ethnicity, religion,
gender, sexual orientation, disability, language. This literature is written by those who are
members of these underrepresented groups and those who fall within the category of
“mainstream.”
 Multicultural children’s literature offers representations and validation to/for groups
that don’t typically have a voice.
 Those are members of a mainstream group become more aware of the true nature of our
society and their place in it
Issues Surrounding Multicultural Literature
 Authenticity (What is authentic? How do you know it when you experience it?)
 Insider/Outsider (Who has the right to tell a specific story? What are the
socioeconomic/political implications here?
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STORYTELLING
Sharing stories, talking and singing every day helps your child’s development in lots of ways.
Reading and sharing stories can:





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help your child get to know sounds, words and language, and develop early literacy skills
learn to value books and stories
spark your child’s imagination and stimulate curiosity
help your child’s brain, social skills and communication skills develop
help your child learn the difference between ‘real’ and ‘make-believe’
help your child understand change and new or frightening events, and also the strong
emotions that can go along with them.
Sharing stories with your child doesn’t mean you have to read.
Storytelling and songs
Reading isn’t the only way to help with your child’s language and literacy development.
Telling stories, singing songs and saying rhymes together are also great activities for early literacy
skills – and your child will probably have a lot of fun at the same time. Sometimes your child might
enjoy these activities more than reading.
You might like to make up your own stories or share family stories. Your child will learn words
and develop language skills from the songs, stories and conversations you share together.
Reading to your child in other languages
You can read, sing and tell stories with your child in whatever language you feel most
comfortable speaking.
Using a language you’re comfortable with helps you to communicate more easily and helps to
make reading, singing and storytelling more fun for you both. Your child will still learn that words
are made up of different letters, syllables and sounds, and that words usually link to the pictures
on the page.
Don’t worry if English isn’t your child’s first language. Being bilingual actually helps your child
learn English when she starts playgroup, kindergarten or school.
Dual-language books are a great resource, and many children’s books are published in two
languages. If you speak a language other than English at home, reading dual-language books with
your child might also help you become more familiar with English.
Another option is to read a book aloud in English or listen to an audio book in English and then
talk about the story with your child in whatever language feels most comfortable.
https://raisingchildren.net.au/babies/play-learning/literacy-reading-stories/readingstorytelling
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THE BENEFITS OF READING ALOUD
Reading aloud is the foundation for literacy development. It is the single most important activity
for reading success (Bredekamp, Copple, & Neuman, 2000). It provides children with a
demonstration of phrased, fluent reading (Fountas & Pinnell, 1996). It reveals the rewards of
reading, and develops the listener's interest in books and desire to be a reader (Mooney, 1990).
Listening to others read develops key understanding and skills, such as an appreciation for how
a story is written and familiarity with book conventions, such as "once upon a time" and "happily
ever after" (Bredekamp et al., 2000). Reading aloud demonstrates the relationship between the
printed word and meaning – children understand that print tells a story or conveys information
– and invites the listener into a conversation with the author.
Children can listen on a higher language level than they can read, so reading aloud makes complex
ideas more accessible and exposes children to vocabulary and language patterns that are not part
of everyday speech. This, in turn, helps them understand the structure of books when they read
independently (Fountas & Pinnell, 1996). It exposes less able readers to the same rich and
engaging books that fluent readers read on their own, and entices them to become better readers.
Students of any age benefit from hearing an experienced reading of a wonderful book.
https://www.readingrockets.org/article/reading-aloud-build-comprehension
Try this!
Direction: Make a slogan trying to convince young learners to love reading.
CRITERIA
Message of the slogan
Creativity
Neatness of the output
Total
15pts.
10pts
5pts.
30pts.
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Topic 2: CHOICE AND TYPES OF BOOKS, MEDIA AND TECHNOLOGY IN
CHILDREN AND ADOLESCENT LITERATURE
Learning Outcomes
At the end of this Module, the students must have:


Determined the differences between the different types of books;
Presented a vlog with the use of social media.
Let’s start off!
Give your own idea about the following words below without reading first the topic.
1. Picture Books
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Participation Books
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Wordless Books
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Note: You need to complete the activity above before you proceed to the next activity. If you
are done, we shall continue.
We’re getting there!
Before we explore more kindly answer first the following questions.
1. What do you think is the reason why some writers provide different types of books?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Do you believe that someone’s interest for reading will be based on what kind reading
materials does she/he is having?
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Now, we explore!
To give you a concrete and substance understanding of the topic, together we will explore
the topic more.
Types of Books to Read to Young Children
Reading stories with children introduces them to the complex nature of language and helps
them in acquiring important language skills. However, the type of books read to children
contributes to the depth of their learning. Parents should try to include a variety of books in
their read aloud experience. Different types of genre books are associated with different
amounts and types of language and each will encourage a different dialog or conversation with
children. Following is a brief discussion of various genre and types of books that should be
offered to young children:
Picture Storybooks
Text and illustrations tell the story in picture story books. This type of book is especially
appropriate for young children because the colorful and clear illustrations and artwork support
a simple story line. The illustrations often provide additional information not covered in the
text. Rhyming stories and books with repeated patterned sounds are particularly interesting to
children. Picture storybooks remain children's favorite books long after their preschool years.
Suggested Reading:
Quick as a Cricket by Don and Audrey Wood
Flower Garden by Eve Bunting
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Participation Books
Participation books are another type of storybook. Young children delight in being able to
repeat the book's suggestions, such as clapping their hands, touching their toes, or covering
their eyes. Lift-the-flap books also promote interaction. Children enjoy peeking under the flap to
find the answer or make a new discovery.
Suggested Reading:
Spot Goes to the Park by Eric Hill
Clap Your Hands by Lorinda Bryan Caulery
Patterned Concept Books
Concept books expand children's understanding of an idea, relationship, or theme. Patterned
concept books also provide illustrated examples of various ideas and words. Books that have a
strong pattern and rhythmic flow help children read along with an adult and predict what
language will come next on the page.
Suggested Reading:
Monday, Monday, I Like Monday by Bill Martin Jr.
The Important Book by Margaret Wise Brown
Predictable Books
Predictable books involve children in the reading experience. The patterned language, repetitive
phrases, and predictable storyline help preschoolers anticipate what is coming next. They also
help children to understand language and how sentences and stories are put together. Older
preschoolers will often be able to repeat elements of these stories when the book is reread,
which is an important pre-reading skill.
Suggested Reading:
The Very Hungry Caterpillar by Eric Carle
That's Not My Dinosaur by Fiona Watt
Wordless Books
Though wordless books contain little or no text, they have a real story to tell. Readers must
interpret the stories from the pictures, examining details and expressions carefully. This
experience helps children focus on the sequence in the stories and give them the opportunities
to use "book language." Some stories in wordless books are simple, but others are quite
sophisticated and are meant for older children.
Suggested Reading:
The Red Book by Barbara Lehman
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The Great Cat Chase by Mercer Mayer
Folktales and Fables
The stories in these books are often the result of years of oral storytelling. Many of the stories
have a moral concept or theme. Most folktales and fables have some cultural context or
historical base and help children learn about diverse cultures and experiences. These stories are
often ones that parents can use for storytelling without the benefits of a book.
Suggested Reading:
Goldilocks and the Three Bears by James Marshall
The Acorn Tree and Other Folktales by Anne F. Rockwell
Poetry
There are a variety of poetry books available for young children: collections of poems written by
the same author or related to the same theme, collections of poems from multiple poets, and
illustrated versions of a single poem. Each introduces the reader to the sounds of
language. Rhyming poetry, especially ones with playful words, help children develop phonemic
awareness.
Suggested Reading:
Sing a Song of Popcorn: Every Child's Book of Poems by M. White
Read-Aloud Rhymes for the Very Young by Jack Prelutsky
Nursery Rhymes
Nursery rhymes are a natural for young children. They are often recited from memory by
parents or grandparents. Mother Goose rhymes are some of the most familiar, but most cultures
have some form of nursery rhymes and songs that are passed down from generation to
generation. Children raised on nursery rhymes will pass these tales on to their children.
Suggested Reading:
Richard Scarry's Best Mother Goose by Richard Scarry
The Real Mother Goose by Blanche Fish Wright
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Alphabet Books
Alphabet or ABC books are used to help children recognize letters and realize that letters are
used in language. There are a wide range of alphabet books from the most basic that show the
letter and objects beginning with the letter to very sophisticated books that tell a story using the
alphabet format. Creative artwork is often used to illustrate and bring new interest to the
alphabet. Some alphabet books are themed and use familiar and interesting objects to highlight
the alphabet such as fruits, vegetables, colors, animals, the ocean, or flowers.
Suggested Reading:
So Many Bunnies by Rick Walton
The Turn-Around, Upside-Down Alphabet Book by Lisa Campbell Ernst
Counting Books
Counting books come in all sizes and shapes. Beginning counting books often provide fun
illustrations of everyday items and objects that feature the numbers from 1-5 or 110. More elaborate counting books count to one hundred or a thousand and use a theme in
presenting their information. Counting books for young children are important because they
introduce the language associated with numbers. They also help preschoolers begin to
understand the concept that numbers are symbols for counting, just as letters are symbols for
sounds and word.
Suggested Reading:
The Icky Bug Counting Book by Jerry Pallotta
How Do Dinosaurs Count to Ten? by Jane Yolen
Rhyming Books
Rhyming storybooks are a great choice for young children. They benefit from hearing rhyming
language and repetitive sounds. Rhyming stories are fun for parents to read and provide lots of
opportunities to read with emotion and to change the loudness and softness of the
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voice. Hearing stories that contain rhymes prepare children for reading by helping them focus
on the sounds in words.
Suggested Reading:
Jamberry by Bruce Degen
Is Your Mama a Llama? by Deborah Guarino
Informational Books
Informational books are non-fiction and are written about topics that children have a natural
interest in such as animals, food, vehicles, sports, or seasons of the year. Some informational
books also label the illustrations in the book, helping to introduce written language to
children. They are usually simple in style and focus on objects and subjects that are familiar to
the children's environment.
Suggested Reading:
Dinosaur Bones by Bob Barner
From Wheat to Pasta by Robert Egan
https://ucanr.edu/sites/ReadytoSucceed/TypesofBooks/
What Are the Differences between Traditional Media and New Digital or Social
Media?
Today’s generation of children and adolescents are surrounded by and immersed in a
digital environment. Traditional media, such as television (TV), radio, and periodicals, have been
supplemented by new digital technologies that promote interactive and social engagement and
allow children and teenagers instant access to entertainment, information, and knowledge; social
contact; and marketing. Traditional media, also referred to as broadcast media, typically were
created externally by an established production source, such as a film studio, TV network, or
editorial staff and were provided either to individuals or to a broader audience for passive
viewing or reading. In contrast, newer digital media, which include social and interactive media,
are a form of media in which users can both consume and actively create content. Examples
include applications (apps), multiplayer video games, YouTube videos, or video blogs (vlogs). For
children and young adults today, this evolving integration of passively viewed and interactive
media is seamless and natural; the distinctions and boundaries between traditional/broadcast
and interactive/social media have become blurred or imperceptible.
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Digital media allow information sharing across a variety of media formats, including text,
photographs, video, and audio. Today’s video games, for example, often represent a merging of
both traditional and social media, as users can virtually “inhabit” impressively produced worlds
and interact with other users in remote locations. Video game participants can even work
collaboratively to create virtual worlds. Thus, digital media can provide an engaging experience
in which the media experiences of children and teenagers become highly personalized.
Benefits and Opportunities of Media Use
Fortunately, new media use is not without its benefits, but these benefits largely depend
on a child’s age and developmental stage, a child’s characteristics, how the media are used (eg,
with a parent or without), and the media content and design.
https://pediatrics.aappublications.org/content/138/5/e20162593
Try this!
Direction: Kindly compare and contrast the following with the use of Venn diagram. (10pts. Each)
TRADITIONAL MEDIA
DIGITAL/SOCIAL MEDIA
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PICTURE BOOKS
PARTICIPATION BOOKS
PREDICTABLE BOOKS
WORDLESS BOOKS
Activity #2. ( This is also your Final Term Output)
Direction: Discover the legend in your own barrio (why it is called Himatagon, Magbagacay, etc.)
share it to everyone by doing a Vlog. ( Upload it on our facebook group Child and Adolescent Lit.)
Criteria
Content of the story
Quality of the video
Quality of the audio
20pts.
15pts.
10pts.
Total
45pts.
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Post-Test__________________________________________________________________________
Direction: Kindly read carefully and answer the following questions below.
1. Horizontal lines suggest?
a. warmth
b. stability
c. height
d. distance
2. Diagonal lines suggest?
a. warmth
b. stability
c. excitement d. height
3. Vertical lines suggest?
a. coziness
b. action
c. calm
d. distance
4. Red and Yellow suggest?
a. warmth
b. calm
c. cool
d. royalty
5. Purple colour indicate?
a. serenity
b. royalty
c. calm
d. warmth
6. Blue and green are colours that suggest?
a. Mystery
b. Royalty
c. Serenity
d. cowardice
7. “Humpty Dumpty,” “Jack and Jill,” and “Mary Had a Little Lamb” are examples of?
a. poem
b. mother goose rhymes
c. literature
d. nonfiction
8. This is the historical period of children’s literature where in storytelling begins.
a. Classical Period
b. Middle Ages c. Renaissance
d. 18th Century
9. During this period Roman Catholic Church was dominant and responsible for education.
a. Classical period
b. Middle Ages c. Renaissance d. 18th Century
10. This was the period where in Johannes Guttenberg invented the printing press.
a. Classical period b. Middle Ages
c. Renaissance d. 18th Century
11. By this period a Little Pretty-Book (1744) by John Newbery was one of the first children’s
book design to entertain as well as teach.
a. Classical period
b. Middle Ages c. Renaissance d. 18th Century
12. This was the Era of rapid change and development in nearly every sphere from advances in
medical, scientific and technological knowledge to changes in population growth.
a. Victorian Erab. Edwardian Era c. Between The Wars d. 18th Century
13. It is one of the verbal elements in literature that gives life to the story.
a. Characters
b. Plot
c. setting
d. Point of view
14. It refers to the major events in a story
a. Plot
b. Point of view
c. setting
d. Character
15. It refers to the combination of place, historical time, and social milieu that provides the
general background of the story
a. Character
b. plot
c. setting
d. point of view
16. It is the author’s type of diction and other linguistic features of a work
a. Theme
b. point of view
c. plot
d. style
17. It refers to the visual elements of literature where in it define objects, and can suggest
movement, distance, and even feeling
a. line
b. shape
c. space
d. colour
18. “Akong Bugsay” that belongs to multi-cultural and international literature was written by ?
a. A. Aboitiz
b. Gatmaitan
c. M.L. Shetterly
d. L. Wilder
19. Anne of Green Gables was written by?
a. J. Kinney
b. L.M. Montgomery
c. R.J. Palacio
d. L. Wilder
20. It refers to the diversity in literature goes beyond ethnicity
a. multi-cultural and international literature
c. nonfiction
b. historical fiction
d. biographies
21. It refers to a genre consisting of a stories that could have actually occurred to people or
animals in a believable setting.
a. multi-cultural lit.
b. international lit.
c. realistic fiction
d. nonfiction
22. _______________ is a story that is imagined and made up by the author’s imagination.
a. creative story
b. variety of subject matter
c. humor
d. action
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23. ______________ is a literary tool that makes the audiences laugh, or that intends to induce
amusement
a. literature story
b. humour
c. action
d. variety of subject matter
24. _____________ of an illustration refers to the arrangement of the visual elements in the picture
the artist decides on proportion, balance, harmony, and disharmony
a. creative story
b. humour
c. composition d. perspective
25. ______________ refers to the vantage point from which we see the object on the page
a. perspective
b. humour
c. composition d. perspective
26. It refers to the impression of how a pictured object feels
a. texture
b. colour
c. composition
d. perspective
27. Curves and circular lines suggest?
a. warmth
b. action
c. calm
d. distance
28. _________________ can be evaluated for their simplicity or complexity, their giddiness or
suppleness, and their size
a. line
b. shape
c. space
d. colour
29. The lack of open space on a page may contribute to a claustrophobic or uneasy feeling or
perhaps confusion or chaos
a. line
b. shape
c. space
d. colour
30. ________________ can be observed for its hue, lightness, and saturation.
a. line
b. shape
c. space
d. colour
31. The impression of how a pictured object feels is what we called as __________________ ?
a. shape
b. space
c. colour
d. texture
32. In here words are carefully chosen because of its meaning or sound.
a. musical quality
b. action
c. humour
d. creative story
33. The poem in titled “Life Doesn’t Frighten Me” was written by?
a. Maya Angelou
b. Edgar Allan Poe
c. Joyce Kilmer
d. Long Fellow
34. It is a literature that has no known author and stories have been handed down orally from
generation to the next generation
a. traditional literature b. literature
c. fable
d. story book
35. ________________ is a fictional narrative meant to teach amoral lesson and characters are
usually animals
a. modern fables
b. traditional literature c. modern fantasy
d. realistic fiction
36. _______________ is a broad genre of writing that encompasses all books that aren’t rooted in a
fictional narrative
a. fiction
b. nonfiction
c. fantasy
d. literature
37. ____________________ is a literary genre where the story takes place in the past
a. realistic fiction
b. modern fiction
c. historical fiction
d. literature
38. This organization serves as voice for kids in fighting censorship in general.
a. kidSPEAK b. AdulTalk
c. ChilDefense
d. AdultSPEAK
39. it refers to the group of parents around the country challenging children’s and young adult
books in classroom teaching, and in school and public libraries.
a. PABBIS
b. KidSPEAK c. AdulTalk
d. ChilDefense
40. It refers to the supressing, altering, or boycotting works of juvenile or young adult literature
due to their content or their appropriateness for intended readers.
a. The fight against book censorship
b. censorship in children’s literature
c. social implications in children’s literature
d. political correctness in fables and tales
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